The present study aims to analyze the psychometric properties and general validity of the Caregiver Reported Early Development Instruments (CREDI) short form for the population‐level assessment of early childhood development for Brazilian children under age 3. The study analyzed the acceptability, test‐retest reliability, internal consistency and discriminant validity of the CREDI short‐form tool. The study also analyzed the concurrent validity of the CREDI with a direct observational measure (Inter‐American Development Bank's Regional Project on Child Development Indicators; PRIDI). The full sample includes 1,265 Brazilian caregivers of children from 0 to 35 months (678 of which comprising an in‐person sample and 587 an online sample). Results from qualitative interviews suggest overall high rates of acceptability. Most of the items showed adequate test‐retest reliability, with an average agreement of 84%. Cronbach's alpha suggested adequate internal consistency/inter‐item reliability (α > 0.80) for the CREDI within each of the six age groups (0–5, 6–11, 12–17, 18–23, 24–29 and 30–35 months of age). Multivariate analyses of construct validity showed that a significant proportion of the variance in CREDI scores could be explained by child gender and family characteristics, most importantly caregiver‐reported cognitive stimulation in the home (p < 0.0001). Regarding concurrent validity, scores on the CREDI were significantly correlated with overall PRIDI scores within the in‐person sample at r = 0.46 (p < 0.001). The results suggested that the CREDI short form is a valid, reliable, and acceptable measure of early childhood development for children under the age of 3 years in Brazil. O presente estudo visa analisar as propriedades psicométricas e a validade geral do formulário curto dos Instrumentos sobre o Desenvolvimento na Primeira Infância Relatado por Cuidados (CREDI) para avaliação em nível populacional do desenvolvimento na primeira infância de crianças brasileiras com menos de três anos. O estudo analisou a aceitabilidade, a confiabilidade teste‐reteste, a consistência interna e a validade discriminante da ferramenta CREDI. O estudo também analisou a validade concorrente do CREDI com uma medida observacional direta (Projeto Regional sobre os Indicadores de Desenvolvimento na Infância do Banco Interamericano de Desenvolvimento; PRIDI). A amostra total inclui 1.265 cuidadores brasileiros de crianças de 0 a 35 meses (678 em uma amostra presencial e 587 em uma amostra on‐line). Os resultados das entrevistas qualitativas sugerem altas taxas gerais de aceitabilidade. A maior parte dos itens mostrou confiabilidade teste‐reteste adequada, com concordância média de 84%. O coeficiente alfa de Cronbach sugeriu consistência interna/confiabilidade entre itens (α > 0,80) para o CREDI em cada uma das seis faixas etárias (0‐5 α = 6‐11, 12‐17, 18‐23, 24‐29 e 30‐35 meses de idade). As análises multivariadas da validade do constructo mostraram que uma proporção significativa da variação nas pontuações do CREDI pode ser explicada pelo sexo da criança e pelas características familiares, mais importante o estímulo cognitivo em casa relatado pelo cuidador (p < 0,0001). Com relação à validade concorrente, as pontuações do CREDI foram significativamente correlacionadas às pontuações gerais do PRIDI na amostra presencial em r = 0,46 (p < 0,001). Os resultados sugerem que o formulário curto CREDI é uma medida válida, confiável e aceitável de desenvolvimento na primeira infância para crianças com menos de três anos no Brasil.
Elisa Rachel Pisani Altafim, Dana Charles McCoy, Alexandra Brentani et al.
We are clinicians in busy health centers, and we are seeing the impact of school closures for in-person learning-including school disengagement, mental health challenges, unhealthy weight gain, food insecurity, immunization delay, and soaring rates of new-onset type 2 diabetes.1 These immediate, visible consequences of school closures are harbingers of longterm outcomes, including decreased life expectancy for US schoolchildren.2 Across the country, jurisdictions have eased restrictions, reopened schools, and returned to business as usual, and vaccine eligibility has expanded to include children 5 years and older.It is easy to focus primarily on these hopeful signs of progress during the pandemic, and fall back on the argument that children are resilient.However, we cannot waver in our focus on children.Children are resilient, but this resiliency requires individual support, systemic scaffolding, societal investment, and scientific research into the short-, medium-, and long-term impacts of the pandemic on children.In this issue of JAMA Pediatrics, Viner et al 3 present an important international review of the impacts of school closures on the health and well-being of children during the first wave of the pandemic (February through June 2020) and urge a balance between measures to contain infectious disease and to bolster the physical and mental health of children.The findings in this study can help identify clinical practices, policy and systems interventions, and research priorities that may mitigate the harms caused by school closures.In their research, the authors conducted a review following Preferred Reporting Items for Systematic Reviews and Metaanalyses (PRISMA) guidelines to examine school closures during social lockdown and mental health, health behaviors, and child well-being during the first wave of the pandemic.Their search strategy used a machine learning approach and included both medical and educational research databases as well as consultation with experts in the field to identify any studies that may have been missed.They initially identified more than 16 000 possible studies, of which they conducted a full review of 151 and then deemed 36 of those to be relevant.They presented a narrative review that grouped studies by outcome(s) of interest and weighted studies based on type and quality.The heterogeneity of the studies precluded a meta-analysis.As a result of this approach, they were able to take a wide-ranging look at research during the initial phase of the pandemic, and ultimately report findings from 36 studies representing 11 countries.Outcome measures were mental health and well-being; child abuse notifications; sleep; health behaviors including physical activity, screen time, and diet; and overweight.There are 2 findings in particular we feel are important to highlight.Notably, Viner et al reported that suicide rates did not in-
It is commonly held that parents have a profound impact on child development. Decades of research investigated the ways parents, the community, and school staff interact to foster student learning during kindergarten through twelfth grade education. Agriculture provides for daily needs through the growth, harvest, and processing of food, fiber, fuel, and forestry products. This research sought to understand the level of importance parents place on their children learning about agriculture in school. A 26-question survey was distributed to a nationally representative sample of parents having at least one child in K-12 education within the United States. Results of this study indicate parents found it important, even very important, for students to learn about many agricultural topics in school. Factors historically associated with parent perceptions and support of student learning proved to not significantly impact this indicated level of importance. Therefore, further research is needed to understand what impacts parents’ value of their students learning about agricultural topics in school. The conclusions of this study are of primary importance to entities conducting agricultural education outreach such as Agriculture in the Classroom programs, Extension, Career and Technical Education, agricultural industry organizations, and others interested in agricultural literacy.
Amelia Miller, Brian K. Warnick, Debra Spielmaker et al.
Background: Aluminum (AL) is a known contaminant in parenteral nutrition (PN) and is associated with bone disease, and neurotoxicity. We aimed to evaluate the association between plasma AL concentration and neurocognitive outcomes at early school age, in children with intestinal failure (IF) receiving long-term PN. Methods: This retrospective cohort study included children diagnosed with IF before 2 years of age, with at least one measurement of plasma AL who completed a neuropsychological assessment between 4 and 8 years. Spearman correlation coefficient was used to explore the association between AL concentrations and neurocognitive scores. Results: Nineteen patients (12 males, median gestational age of 35 weeks) were included. The median number of PN years was 9.5 (IQR 7.4-11.8). Median and peak AL concentrations were 363 nmol/L (IQR 233-580) and 832 nmol/L (IQR 491.5-1361.5), respectively. Mean age at assessment was 6.32 + /-0.92 years. The mean full-scale intelligence quotient (FSIQ) was 95.8 + /-13.8. There was a moderate, inverse correlation between mean AL concentration before age three (- 0.56, p = 0.020) and FSIQ. For other domains, the strongest association was found between visual memory and the mean AL concentration before assessment (-0.67, p = 0.006). Conclusions: Higher plasma AL concentrations in children at early school age with IF were modestly associated with lower IQ and visual memory scores. Plasma AL monitoring allows early detection of abnormal plasma concentration, minimization of AL in PN and potentially prevention of neurotoxicity in young children with IF.
Camille Maltais-Bilodeau, Rivka R. Green, Glenda Courtney‐Martin et al.
Approximately 56 million school-aged children (aged 5-17 years) resumed education in the United States in fall 2020.* Analysis of demographic characteristics, underlying conditions, clinical outcomes, and trends in weekly coronavirus disease 2019 (COVID-19) incidence during March 1-September 19, 2020 among 277,285 laboratory-confirmed cases in school-aged children in the United States might inform decisions about in-person learning and the timing and scaling of community mitigation measures. During May-September 2020, average weekly incidence (cases per 100,000 children) among adolescents aged 12-17 years (37.4) was approximately twice that of children aged 5-11 years (19.0). In addition, among school-aged children, COVID-19 indicators peaked during July 2020: weekly percentage of positive SARS-CoV-2 test results increased from 10% on May 31 to 14% on July 5; SARS-CoV-2 test volume increased from 100,081 tests on May 31 to 322,227 on July 12, and COVID-19 incidence increased from 13.8 per 100,000 on May 31 to 37.9 on July 19. During July and August, test volume and incidence decreased then plateaued; incidence decreased further during early September and might be increasing. Percentage of positive test results decreased during August and plateaued during September. Underlying conditions were more common among school-aged children with severe outcomes related to COVID-19: among school-aged children who were hospitalized, admitted to an intensive care unit (ICU), or who died, 16%, 27%, and 28%, respectively, had at least one underlying medical condition. Schools and communities can implement multiple, concurrent mitigation strategies and tailor communications to promote mitigation strategies to prevent COVID-19 spread. These results can provide a baseline for monitoring trends and evaluating mitigation strategies.
Rebecca T. Leeb, Sandy F. Price, Sarah A. Sliwa et al.
Dietary intake is linked to brain function and learning-related processes, which are critical for academic performance.Although numerous studies examine determinants of academic performance in youth, few evaluate the possible role of school-based meal programs.This systematic literature review synthesizes evidence from intervention and cohort studies assessing the impact of school meal programs on academic outcomes among children in the U.S. to inform education and school nutrition policy (registered in PROSPERO #CRD42024622535).A comprehensive search of peer-reviewed literature published between 2014 and 2024 in English was conducted in December 2024 using standardized search syntax across five databases (PubMed, Embase, Google Scholar, Education Resources Information Center (ERIC), and Web of Science).Inclusion criteria were studies reporting academic outcomes (gradepoint averages, standardized test scores) and participation in school meals (School Breakfast Program, Breakfast in the Classroom, In-Class Breakfast, Community Eligibility Provision, and the National School Lunch Program).Screening, full-text review, and risk-of-bias assessment were completed with Covidence software.Eleven studies met the inclusion criteria.Heterogeneity in study design, program implementation, and outcome measures limits interpretation of results.Findings were mixed, although a slight majority reported beneficial associations between school meal participation and academic (math) performance.Overall, this research highlights the critical need for standardized methodology for measurement of school meal food consumption and academic outcomes.Currently, there is lack of such research reports, making evaluation of current public policy and federal food programs challenging.The results of this study are based on a very small sample, but evidence suggests that certain school meal programs may contribute to improved academic outcomes.Further research is needed to clarify the role of school-meals available to U.S. children on academic outcomes.
OBJECTIVES: Little is known about school-age functioning in children with intestinal failure (IF). This study examines neurocognitive outcomes of children with IF at ages 4 to 8 years treated at a single centre, along with relevant medical and demographic variables. METHODS: Between 2012 and 2016, neurocognitive assessments were administered to 28 children receiving treatment in our IF rehabilitation program, and included measures of intelligence, academics, learning/memory, language, visual-motor integration, and fine-motor dexterity. DSM-IV/V criteria were used to diagnose Learning Disability, Intellectual Disability, and/or Attention Deficit/Hyperactivity Disorder. RESULTS: Intellectual functioning ranged from extremely low to superior (Full Scale IQ range 53-123, mean = 89). Forty-six percentage received a cognitive/learning DSM diagnosis. Total number of first-year septic episodes correlated with poorer outcomes on the most cognitive measures. Adjusting for gestational age (61% were born <37 weeks), number of first-year septic episodes negatively predicted working memory, visual-motor integration, and visual memory scores. Additional factors correlating with poorer outcomes on ≥2 cognitive measures included length of first-year admissions, necrotizing enterocolitis diagnosis, and first-year sustained conjugated hyperbilirubinemia. Having ≥2 first-year septic episodes increased the likelihood of poorer outcome. Having a sibling was a significant positive predictor of working memory, processing speed, reading, and verbal learning skills. CONCLUSIONS: Our data provides preliminary evidence that children with IF are at risk of neurocognitive problems at early school age. Managing septic events during the first year is one strategy that may help reduce long-term neurocognitive risks in this population.
Anna Gold, Ashley N. Danguecan, Christina Belza et al.
Attention deficit/hyperactivity disorder-predominantly inattentive presentation (ADHD-I) and specific learning disorder (SLD) are commonly co-occurring conditions. Despite the considerable diagnostic overlap, the effect of SLD comorbidity on outcomes of behavioral interventions for ADHD-I remains critically understudied. The current study examines the effect of reading or math SLD comorbidity in 35 children with comorbid ADHD-I+SLD and 39 children with ADHD-I only following a behavioral treatment integrated across home and school (Child Life and Attention Skills [CLAS]). Pre- and posttreatment outcome measures included teacher-rated inattention, organizational deficits, and study skills and parent-rated inattention, organizational deficits, and homework problems. A similar pattern emerged across all teacher-rated measures: Children with ADHD-I and comorbid ADHD-I+SLD did not differ significantly at baseline, but between-group differences were evident following the CLAS intervention. Specifically, children with ADHD-I and comorbid ADHD-I+SLD improved on teacher-rated measures following the CLAS intervention, but children with ADHD-I only experienced greater improvement relative to those with a comorbid SLD. No significant interactions were observed on parent-rated measures-all children improved following the CLAS intervention on parent-rated measures, regardless of SLD status. The current results reveal that children with ADHD-I+SLD comorbidity benefit significantly from multimodal behavioral interventions, although improvements in the school setting are attenuated significantly. A treatment-resistant fraction of inattention was identified only in the SLD group, implying that this fraction is related to SLD and becomes apparent only when behavioral intervention for ADHD is administered.
Lauren M. Friedman, Keith McBurnett, Melissa R. Dvorsky et al.
The UN Special Rapporteur on contemporary forms of slavery, Gulnara Shahinian, stated in a press release yesterday (February 01, 2010) that “the Government of Ecuador has demonstrated a genuine…
Abstract Grandparents, and in particular grandmothers, are an important source of informal child care for their grandchildren in most developed countries. The literature shows how these informal transfers of care can help promote female labor participation. However, less is known about how working-age grandmothers are combining care with their own labor participation. In this paper, I use data from the Survey of Health, Aging and Retirement in Europe and analyze to what extent child care is provided by grandmothers in ten European countries and how grandmothers are combining this task with paid work. I also revisit the question of whether the child care provided by grandmothers is encouraging the labor participation of their offspring. The empirical approach takes into account the simultaneity of labor market decisions and caregiving activities while controlling for grandmother’s unobserved heterogeneity on their willingness to provide care to their grandchildren. I find a negative and significant effect of participating in the labor market on the probability of taking care of the grandchildren on a regular basis. I also find evidence that, for some countries, the child care provided by working-age grandmothers has a positive effect on the labor participation of their daughters.
